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Training Effectiveness (training + effectiveness)
Selected AbstractsFactors Affecting Training Effectiveness in the Context of the Introduction of New Technology,A US Case StudyINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 4 2001Constantine Kontoghiorghes The purpose of this exploratory study was to identify the key factors within and outside the training context that could affect training effectiveness. The most important variables that were found to facilitate trainee learning and training transfer are: measurement of trainee knowledge before and immediately after training; supervisory support and encouragement for the application of new skills and knowledge; intrinsic rewards for applying newly learned skills and knowledge; a participative/sociotechnical organisation that is characterised by a high degree of employee involvement; and, a continuous learning environment that encourages frequent participation in multiskill training and retraining programs. [source] Understanding frame-of-reference training success: a social learning theory perspectiveINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 2 2007Lorne M. Sulsky Employing the social learning theory (SLT) perspective on training, we analysed the effects of alternative frame-of-reference (FOR) training protocols on various criteria of training effectiveness. Undergraduate participants (N = 65) were randomly assigned to one of four FOR training conditions and a control condition. Training effectiveness was determined via trainee reactions, learning and rating accuracy. The results partially supported the study hypotheses: compared to the control group, the more comprehensive FOR training conditions evidenced: (1) significantly higher rating accuracy; (2) significantly higher levels of learning; and (3) more favorable reactions to the training. The discussion focuses on the implications of the results for protocol development when designing FOR training programs. [source] Reactions to skill assessment: The forgotten factor in explaining motivation to learnHUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 1 2007Bradford S. Bell The study presented here examined the effects of trainees' reactions to skill assessment on their motivation to learn. A model was developed that suggests that two dimensions of trainees' assessment reactions, distributive justice and utility, influence training motivation and overall training effectiveness. The model was tested using a sample of individuals (N = 113) enrolled in a truck driving training program. Results revealed that trainees who perceived higher levels of distributive justice and utility had higher motivation to learn. Training motivation was found to significantly predict several measures of training effectiveness. Trainees' performance on the pretraining assessment and trait goal orientation exhibited direct and interactive effects on their reactions to the skill assessment. Implications of these findings for future research on reactions to skill assessments are identified, along with the practical implications for the design and conduct of training needs assessment. [source] Optimizing e-learning: Research-based guidelines for learner-controlled trainingHUMAN RESOURCE MANAGEMENT, Issue 2-3 2004Renée E. DeRouin The widespread availability of the Internet has revolutionized the way organizations train their workforces. With e-learning methods, learning can take place on-demand, and trainees can be given greater control over their learning than ever before. This increased control has the potential to improve training effectiveness. However, the failure of many e-learning programs suggests that organizations would benefit from a set of research-based principles on providing learner control in e-learning. In this article, we offer guidelines for preparing trainees for learner-led instruction, the design of learner-controlled training, and the creation of workplace conditions that facilitate successful learner-led training. © 2004 Wiley Periodicals, Inc. [source] Employee perceptions and their influence on training effectivenessHUMAN RESOURCE MANAGEMENT JOURNAL, Issue 1 2003Amalia Santos Studies of the benefits of human resource development (HRD) for organisations have assumed a direct connection between training strategy and a hierarchy of performance outcomes: learning, behavioural change and performance improvement. The influence of workplace practices and employees' experiences on training effectiveness has received little attention. This study investigates evaluation strategies designed to elicit greater training effectiveness, and explores the influence of trainees' perceptions and work environment factors on this. Drawing on detailed case study findings, the authors highlight the importance of management practices, trainees' perceptions of the work environment and systems of reward in explaining behaviour change after training. [source] Effects of Trainee Characteristics on Training EffectivenessINTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT, Issue 2 2007Aharon Tziner Six employee characteristics (conscientiousness, self-efficacy, motivation to learn, learning goal orientation, performance goal orientation, instrumentality) and one work environment characteristic (transfer of training climate) were captured for 130 trainees in a large industrial company in an attempt to predict training effectiveness (training grade, supervisor evaluation of the application of training). The results strongly support the predicted links, although not all the predictor variables contributed a statistically significant share of the explained variance of the training outcomes. Motivation to learn and learning goal orientation were found to contribute most to predicting training outcomes. The implications of the results are discussed and the limitations of the study are noted, along with suggested avenues for future research. [source] Individualism,collectivism and the role of goal orientation in organizational trainingINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 3 2009Altovise Rogers This research examines how individualism,collectivism and goal orientation impact training effectiveness through study of an internationally diverse sample of engineers who were undergoing technical training. In light of contemporary views of individualism,collectivism, we argue that collectivism will moderate the influence of learning and performance goal orientations on training by shaping the impact of one's perceived social context on existing performance concerns and goals. Using a sample from a large multinational corporation, we examined the effects of individualism,collectivism and goal orientation on training transfer intentions, motivation to learn, and test performance. Mixed support for our hypotheses was found. Collectivists were found to exhibit higher levels of training transfer intentions and motivation to learn. However, when collectivism was combined with a performance goal orientation, its effects on training outcomes were diminished. Applications for organizations and future extensions of the present research are discussed. [source] Training evaluation based on cases of Taiwanese benchmarked high-tech companiesINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 1 2007Bella Ya Hui Lien Although the influence of workplace practices and employees' experiences with training effectiveness has received considerable attention, less is known of the influence of workplace practices on training evaluation methods. The purposes of this study were to: (1) explore and understand the training evaluation methods used by seven Taiwanese companies benchmarked for their excellence; and (2) compare Kirkpatrick's and Swanson's training evaluation models with practices used by the benchmarked Taiwanese organizations from a cross-cultural perspective. Five themes emerged from in-depth interviews, extending our understanding of training evaluation in the benchmarked Taiwanese organizations. [source] Factors Affecting Training Effectiveness in the Context of the Introduction of New Technology,A US Case StudyINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 4 2001Constantine Kontoghiorghes The purpose of this exploratory study was to identify the key factors within and outside the training context that could affect training effectiveness. The most important variables that were found to facilitate trainee learning and training transfer are: measurement of trainee knowledge before and immediately after training; supervisory support and encouragement for the application of new skills and knowledge; intrinsic rewards for applying newly learned skills and knowledge; a participative/sociotechnical organisation that is characterised by a high degree of employee involvement; and, a continuous learning environment that encourages frequent participation in multiskill training and retraining programs. [source] Some Preparation Required: The Journey To Successful Studio CollaborationJOURNAL OF INTERIOR DESIGN, Issue 2 2006Jennifer D. Webb Ph.D. ABSTRACT The purpose of this study was to explore relationships between team training perceptions and training effectiveness among students and faculty. The three objectives for this project were: 1) compare student and faculty perceptions concerning the provision of team training in design studios; 2) investigate the relationship between students' reported team training levels and students' reported team attitudes; and 3) investigate the relationship between students' reported team training levels and students' reported team behaviors. IDEC members and their interior design students were selected to participate in the study. Questionnaires were mailed to the faculty and the instruments were administered in a manner similar to course evaluations. Chi Square analysis suggests that instructors were more likely than students to indicate that they had provided training on effective communication, task division, conflict resolution, and characteristics of a good team. The findings suggest that teamwork training is positively related to positive perceptions and attitudes about teamwork, and to proactive behaviors in team settings. Most importantly, findings indicate that participation in multiple team projects is not related to improved attitudes or behaviors. This result emphasizes the role of preparation in successful studio collaboration. [source] The Effects of Trainee Characteristics on Training Effectiveness in Improving Organizational PerformancePERFORMANCE IMPROVEMENT QUARTERLY, Issue 2 2002Eul-Kyoo Bae ABSTRACT Despite the existence of many comprehensive and user-friendly guides to evaluate training programs, most practitioners have had difficulty assessing training effects on corporate outcomes. Research revealed that trainees, organizational, and training-related factors might influence the effectiveness of training in terms of organizational performance. The current study examines the effects of trainee characteristics among those factors, specifically what kind of trainee characteristics could affect training effectiveness in terms of job performance in a company. In addition, telephone surveys were conducted to aid in understanding of the reasons for leaving and high turnover of company personnel. The current and terminated employees who went through training programs in the company differed when considering previous sales experience in years and type of sales experience as trainee characteristics factors, with those still employed having a statistically higher average number of years and a higher rated type of sales experience. The current employees demonstrated higher job performance. The implications of these results on the attainment of training effectiveness as well as the selection decisions in the organization are discussed. [source] A randomized trial evaluating a cognitive simulator for laparoscopic appendectomyANZ JOURNAL OF SURGERY, Issue 9 2010Benjamin P. T. Loveday Abstract Background:, The Integrated Cognitive Simulator (ICS) is a software application that integrates text, anatomy, video and simulation for training clinical procedures. The aim of this randomized controlled trial was to determine the usability of the ICS laparoscopic appendectomy module, and to determine its effectiveness in training the cognitive skills required for the procedure. Methods:, Junior surgical trainees were randomized into control and intervention groups. The latter had access to the ICS. Participants had three assessments: a pre-study questionnaire to determine demographics, 20 multiple choice questions to assess procedural knowledge (training effectiveness) after 2 weeks, and a questionnaire to assess usability after 4 months. Results:, Fifty-eight trainees were randomized. The overall response rate was 57%. The median scores for interface, functionality, usefulness and likelihood of utilization (usability) were 5/7 or higher. In the multiple choice questions (training effectiveness), first-year trainees in the intervention group scored higher than the control group (14.9 versus 12.1, P= 0.04), but second-year trainees did not. Use of the ICS did not alter the participants' perceived need for intra-operative guidance. Conclusions:, The ICS is considered highly usable by trainees. The ICS is effective for training cognitive skills for laparoscopic appendectomy among first-year surgical trainees. Training cognitive skills alone does not increase confidence in the ability to perform motor tasks. [source] From rural beginnings to statewide roll-out: Evaluation of facilitator training for a group-based diabetes prevention programAUSTRALIAN JOURNAL OF RURAL HEALTH, Issue 2 2010Clare Vaughan Abstract Objective:,To evaluate the approach used to train facilitators for a large-scale group-based diabetes prevention program developed from a rural implementation research project. Participants:,Orientation day was attended by 224 health professionals; 188 submitted the self-learning task; 175 achieved the satisfactory standard for the self-learning task and attended the workshop; 156 completed the pre- and post-training questionnaires. Main outcome measures:,Two pre- and post-training scales were developed to assess knowledge and confidence in group-based diabetes prevention program facilitation. Principal component analysis found four factors for measuring training effectiveness: knowledge of diabetes prevention, knowledge of group facilitation, confidence to facilitate a group to improve health literacy and confidence in diabetes prevention program facilitation. Self-learning task scores, training discontinuation rates and satisfaction scores were also assessed. Results:,There was significant improvement in all four knowledge and confidence factors from pre- to post-training (P < 0.001). The self-learning task mean test score was 88.7/100 (SD = 7.7), and mean assignment score was 72.8/100 (SD = 16.1). Satisfaction with training scores were positive and ,previous training' interacted with ,change in knowledge of diabetes prevention program facilitation' but not with change in ,confidence to facilitate.' Conclusions:,The training program was effective when analysed by change in facilitator knowledge and confidence and the positive mean satisfaction score. Learning task scores suggest tasks were manageable and the requirement contributed to facilitator self-selection. Improvement in confidence scores in facilitating a group-based diabetes prevention program, irrespective of previous training and experience, show that program-specific skill development activities are necessary in curriculum design. [source] Does Team Training Work?ACADEMIC EMERGENCY MEDICINE, Issue 11 2008Principles for Health Care Abstract Teamwork is integral to a working environment conducive to patient safety and care. Team training is one methodology designed to equip team members with the competencies necessary for optimizing teamwork. There is evidence of team training's effectiveness in highly complex and dynamic work environments, such as aviation and health care. However, most quantitative evaluations of training do not offer any insight into the actual reasons why, how, and when team training is effective. To address this gap in understanding, and to provide guidance for members of the health care community interested in implementing team training programs, this article presents both quantitative results and a specific qualitative review and content analysis of team training implemented in health care. Based on this review, we offer eight evidence-based principles for effective planning, implementation, and evaluation of team training programs specific to health care. [source] | |||||||||||||